Stockland Church of England Primary Academy Review 2026: Small-school warmth with strong KS2 outcomes

The school’s Key Stage 2 outcomes in the 2025 dataset are strong. In reading, writing and mathematics combined, 80% of pupils met the expected standard. At the higher standard, 20% reached greater depth.

Scaled scores add detail to the picture. Reading was 107, maths 106, and grammar, punctuation and spelling 107, each above typical national benchmarks. Several “high score” measures are also solid, including 40% high score in reading and 30% high score in maths. (All figures refer to the 2025 dataset.)

On FindMySchool’s primary rankings (based on official data), Stockland Church of England Primary Academy is ranked 2,845th out of 14,978 in England for academic outcomes and 1st in the Honiton local area for primary outcomes. Its overall primary ranking is 3,011th out of 14,978, placing it around the top fifth nationally.

What this means for parents is simple: pupils here are leaving Year 6 with very secure basics, and a significant proportion are stretching well beyond them. In a small school, that combination usually depends on tight curriculum sequencing, consistent teaching routines, and rapid identification of gaps.

Reading is treated as a priority from the earliest point. Pupils start learning to read as soon as they begin Reception, and phonics understanding is checked systematically. Books are closely matched to the sounds pupils know, which is the practical detail that tends to make early reading programmes work, particularly in mixed-age settings where consistency matters.

Mathematics is another established strength. External review notes precise teaching that helps learning build securely, with examples ranging from counting and number work in Reception through to confident problem-solving with fractions in older year groups.

The main development area is about curriculum embedding. A newer, ambitious curriculum has been introduced through the trust, and in some subjects it has not yet had enough time to become fully sequenced and internalised by pupils. In practical terms, this is the difference between pupils remembering isolated topics and being able to connect new learning to what they already know.

For a village primary, transition is broader than a single destination. The school notes that it officially feeds into Honiton Community College, while pupils also move on to schools such as The Woodroffe School (Lyme Regis), Axe Valley Academy (Axminster) and Holyrood Academy (Chard), reflecting the wide area some families travel from. For children who pass the 11-plus, Colyton Grammar School is a stated destination route.

This variety can be a positive: pupils are used to mixing across ages and forming friendships flexibly, which can help with the social change of moving to a larger secondary. The key for families is to think early about transport and the practicalities of a secondary that may not be the nearest option.

Stockland is a state primary, so there are no tuition fees. Admissions for the normal entry point (Reception) follow Devon’s coordinated process. The school publishes an annual Reception intake number of 15, and also highlights that places can be available in some year groups, depending on the year.

Demand data suggests competition is real even at small scale. For the most recent admissions snapshot provided, there were 18 applications and 13 offers, with the school recorded as oversubscribed (around 1.38 applications per place offered).

For September 2027 entry in Devon, families should check Devon’s current primary admissions pages before applying; the available route information lists 15 January 2027 as the application deadline and 16 April 2027 as offer day.

The school’s own admissions guidance encourages prospective families to view the school and discuss availability, and it signposts Devon’s admissions information for the detailed process, including appeals.

A practical tip: families weighing several small rural primaries can use FindMySchool’s Map Search to sanity-check travel time and day-to-day logistics, not just headline results.

Behaviour is a clear strength. The May 2024 inspection judgement for Behaviour and Attitudes was Outstanding, and the report describes consistent routines that begin in the early years and continue throughout the school.

Support for pupils with additional needs is integrated rather than bolted on. In early years, activities are adapted so pupils with special educational needs and disabilities learn alongside peers, and the staff structure includes a designated safeguarding lead and SENCo identified on the school’s staff information.

Safeguarding is treated as foundational. Ofsted also recorded that safeguarding arrangements are effective.

For a small school, enrichment is unusually tangible. Clubs published by the school include Construction Club, Book Club, Gardening Club, Homework and Computing Club, and a Key Stage 2 Running Club, with football also listed.

Sport is more than occasional fixtures. The school hosts the East Devon Cross Country series each year, described as attracting around 20 schools with teams of 16 children, with races running from October through to a March final. That kind of event tends to shape identity: pupils train with purpose, represent the school frequently, and build confidence in competitive settings.

The outdoor environment supports curriculum as well as play. Behind the school is a playing field that includes an ecological conservation area with a pond, polytunnel and school garden, developed with parents, staff and the local community. Pupils also raise money for the nature area through practical initiatives such as selling homegrown pumpkins and bags of conkers.

The school day starts with pupils allowed in from 8.40am, official start 8.50am, and finish 3.30pm. Some extracurricular activities run to 4.30pm.

Before and after-school care is available via Stockland Pre-School, which operates wraparound provision on its site and brings children up to school. For families managing commuting, that on-site handover can materially simplify mornings and pick-ups.

This is a rural intake with pupils travelling from surrounding towns and villages, so day-to-day transport is often a meaningful part of the decision, especially once siblings are in different settings.

• Mixed-age classes. With three classes spanning multiple year groups, children learn with a wider age range than in a two-form entry school. Many pupils thrive on the leadership and modelling; some families prefer single-year classes, particularly for older juniors.

• Curriculum change still bedding in. The school has introduced a newer curriculum through its trust; in some subjects, pupils are not yet consistently connecting new learning to what they learned previously. Families may want to ask how sequencing and knowledge checks are being embedded across subjects.

• Oversubscription at small scale. Even a small difference in application numbers can affect outcomes for a Reception intake of 15. If you are targeting a specific year of entry, use Devon’s dates carefully and submit on time.

Stockland Church of England Primary Academy combines the personal feel of a small village school with outcomes that sit among the strongest in England for primary performance. Behaviour and relationships are a standout, and the school manages to offer serious enrichment, including hosting a well-established cross country series and running a clear set of clubs.

Who it suits: families who value a Christian ethos, mixed-age community feel, and strong KS2 outcomes, and who are comfortable with a small-school structure where each cohort has a big impact on admissions and class organisation.